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Bodner, George; Elmas, Ridvan – European Journal of Science and Mathematics Education, 2020

Discipline-based educational research (DBER) has shown that three instructional techniques--Supplemental Instruction (SI), Process-Oriented Guided Inquiry Learning (POGIL), and Peer-Led Team Learning (PLTL)--can be effective ways of improving student performance in chemistry courses at the K-12 or college/university levels. The goal of this paper…

Descriptors: Inquiry, Teaching Methods, Peer Teaching, Cooperative Learning

Haara, Frode Olav; Bolstad, Oda Heidi; Jenssen, Eirik S. – European Journal of Science and Mathematics Education, 2017

The development of mathematical literacy in schools is of significant concern at the policy level, and research is an important source of information in this process. This review article focuses on areas of research interest identified in empirical projects on mathematical literacy, and how mathematical literacy in schools is approached by…

Descriptors: Numeracy, Educational Research, Educational Practices, Concept Formation

de Vocht, Miikka; Laherto, Antti – European Journal of Science and Mathematics Education, 2017

In order to facilitate policy-driven reforms in science education, it is important to understand how teaching innovations diffuse among teachers and how that adoption process can be catalysed. Little is known about the set of attitudes that makes teachers early or late adopters. In this study, the Concerns-Based Adoption Model (C-BAM) was employed…

Descriptors: Profiles, Teacher Attitudes, Professionalism, Science Instruction

Potvin, Patrice; Hasni, Abdelkrim; Sy, Ousmane – European Journal of Science and Mathematics Education, 2017

Nine secondary school teachers participated in a five day training program where they developed inquiry-based pedagogical interventions for their science classes. Student interest and self-concept in school science and technology were measured before and after the interventions. Increases in interest and self-concept were compared with the results…

Descriptors: Intervention, Active Learning, Inquiry, Secondary School Students

Laswadi; Kusumah, Yaya S.; Darwis, Sutawanir; Afgani, Jarnawi D. – European Journal of Science and Mathematics Education, 2016

Conceptual understanding (CU) and procedural fluency (PF) are two important mathematical competencies required by students. CU helps students organizing their knowledge into a coherent whole, and PF helps them to find the right solution of a problem. In order to enhance CU and PF, students need learning experiences in constructing knowledge and…

Descriptors: Junior High School Students, Pretests Posttests, Control Groups, Mathematical Concepts

Autieri, Steven M.; Amirshokoohi, Aidin; Kazempour, Mahsa – European Journal of Science and Mathematics Education, 2016

This literature review intends to highlight some of the critical research that has been synthesized on the perspectives of both teachers and students and their attitudes to teaching and learning in an STS-themed learning environment. The first portion draws on the perspectives of elementary and secondary school teachers both locally and abroad.…

Descriptors: Scientific Literacy, Science Instruction, Science Education, Active Learning

Shockey, T. L.; Zhang, P.; Brosnan, P. – European Journal of Science and Mathematics Education, 2016

We explore the mathematics engagement of a group of mathematics coaches, working in k-12 mathematics education. The incenter of a triangle is used to derive an alternative formula for the area of a triangle inspired by Usiskin, Peressini, Marhisotto, and Stanley (2002).

Descriptors: Mathematics Education, Geometry, Geometric Concepts, Coaching (Performance)

Sakiz, Gönül – European Journal of Science and Mathematics Education, 2015

The purpose of the current study was to investigate the roles that perceived teacher affective support (PTAS), perceived teacher mastery goal orientation (PTMGO), academic emotions, self-efficacy and behavioural engagement play on students' science achievement in elementary school science classrooms. The potential relations of different levels of…

Descriptors: Science Instruction, Science Education, Elementary School Science, Outcomes of Education

Martins, José Alexandre; Roca, Assumpta Estrada; Nascimento, Maria Manuel – European Journal of Science and Mathematics Education, 2014

Statistical graphs, measures of central tendency and measures of spread are key concepts in the statistics curriculum, so we present here a dynamic method (software) that may be used in the classroom. In this work we begin with an introductory approach. This is done to emphasize the importance of stimulating the visualization of statistical…

Descriptors: Computer Software, Mathematics Instruction, Graphs, Mathematical Concepts

Hestenes, David – European Journal of Science and Mathematics Education, 2013

Radical reform in science and mathematics education is needed to prepare citizens for challenges of the emerging knowledge-based global economy. We consider definite proposals to establish: (1) "Standards of science and math literacy" for all students. (2) "Integration of the science curriculum" with structure of matter,…

Descriptors: Science Education, Educational Change, Mathematics Education, Physics

Bankov, Kiril – European Journal of Science and Mathematics Education, 2013

Geometry plays an important role in the school mathematics curriculum all around the world. Teaching of geometry varies a lot (Hoyls, Foxman, & Kuchemann, 2001). Many countries revise the objectives, the content, and the approaches to the geometry in school. Studies of the processes show that there are not common trends of these changes…

Descriptors: Geometry, Mathematics Instruction, Foreign Countries, Mathematics Curriculum

Majidi, Sharareh; Emden, Markus – European Journal of Science and Mathematics Education, 2013

One of the main components of teachers' pedagogical content knowledge refers to their use of representation forms. In a similar vein, organizing concepts logically and meaningfully is an essential element of teachers' subject matter knowledge. Since subject matter and pedagogical content knowledge of teachers are tightly connected as categories…

Descriptors: Secondary School Teachers, Foreign Countries, Magnets, Scientific Concepts